Aversive Racism and Intergroup Contact Theories: Cultural Competence in a Segregated World

Nancy A. Rodenborg · Laura A. Boisen

41 citations0/0 files storedJournal of Social Work Education

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Social Work Education and Practice Social and Intergroup Psychology Counseling Practices and Supervision

Abstract

The United States remains highly segregated, and social work students are likely to live and work in segregated contexts. What implications does this have for their cultural competence? Does segregation affect social workers' ability to serve diverse clients without bias? This article reviews two social psychology theories, aversive racism and intergroup contact, for use by social work educators. Together, these theories suggest both the likelihood of social worker prejudice within a context of segregation and an evidence-based method for improvement. The article concludes by offering strategies for incorporating both theories in cultural competence education.

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References

1983Experiential Learning : Experience as the Source of Learning and Development 1954Nature of Prejudice 2006A meta-analytic test of intergroup contact theory.1998INTERGROUP CONTACT THEORY 2008How does intergroup contact reduce prejudice? Meta‐analytic tests of three mediators 2011Microaggressions in Everyday Life: Race, Gender, and Sexual Orientation 2002Implicit and explicit prejudice and interracial interaction.2001Educational Policy and Accreditation Standards

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2016An Evaluation of Intergroup Dialogue Pedagogy: Addressing Segregation and Developing Cultural Competency 2017Teaching social workers about microaggressions to enhance understanding of subtle racism 2019Intercultural Humility in Social Work Education 2016Teaching Note—Inclusion of Diversity Content in MSW Curriculum Using a Diversity Event 2019The Use-of-Selves Interdependent Model: A Pedagogical Model for Reflective Practice 2017

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